Introduction to the special issue: Identifying effective classwide interventions to promote positive outcomes for all students     

Renee O. Hawkins 《Psychology in the schools》2010,47(9):869-870

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The joint contribution of early parental warmth, communication and tracking, and early child conduct problems on monitoring in late childhood   总被引：1，自引：0，他引：1  

Patrick MR  Snyder J  Schrepferman LM  Snyder J 《Child development》2005,76(5):999-1014

The relationship of parental warmth, communication, and tracking (WCT), and child conduct problems in early elementary school (age 5.5 years) to monitoring in late elementary school (age 9.5 years) was longitudinally examined in a sample of 267 boys and girls. WCT in kindergarten was associated with lower kindergarten levels and less growth of conduct problems into the first grade, and was prospectively associated with effective monitoring in the third and fourth grades. Overt and covert conduct problems in kindergarten and growth in covert problems during kindergarten and first grade were associated with less effective later monitoring. Early conduct problems mediated the prospective association of WCT on later monitoring. The results are described in a transactional model of parent-child relationships and child problem behavior.  相似文献   

Ecology —A pocket guide     

Renee M. Borges 《Resonance》2000,5(8):99-102

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Misunderstanding the internet,by James Curran,Natalie Fenton and Des Freedman,London, Routledge, 2016, ix + 223 pp., $39.95 (paperback), ISBN 978-1-138-90622-8     

Renee Morrison 《Pedagogies: An International Journal》2016,11(3):270-273

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Becoming a White antiracist counselor: A framework of identity development     

Renee M. Shand-Lubbers  Amanda L. Baden 《Counselor Education & Supervision》2023,62(3):276-294

In this constructivist grounded theory study, 12 White mental health counselors committed to antiracism were interviewed to explore their professional identity development. The emergent theoretical model of antiracist counseling identity development is a multifaceted lifelong developmental process that manifests through personal and professional experiences and is enacted within antiracist actions.  相似文献   

如何选择具体报考学校与专业   总被引：1，自引：0，他引：1  

Renee 《中国大学生就业》2002,(7):16-18

选择时要考虑的因素 下定考研的决心后,考生所面临的第一个问题就是如何选择报考学校和专业.一般认为,在选择报考学校和专业时应主要考虑以下几个因素:  相似文献   

Toward a judgment model of college satisfaction     

Morris A. Okun  Renee M. Weir 《Educational Psychology Review》1990,2(1):59-76

We define college satisfaction as a student's cognitive evaluation of the overall quality of his/her college life at a particular institution of higher education. College satisfaction is worthy of study because of its link with GPA and turnover, and because it is an important subjective educational outcome in its own right. Most research on college satisfaction has been guided by Spady's (1970) framework. Overall, student attributes, objective college outcomes, and objective characteristics of college environments account for modest amounts of variance in college satisfaction. To augment Spady's framework, we present a preliminary model of college satisfaction that emphasizes inference components and information processing. Hypotheses are delineated concerning how the relations between objective college outcomes and college satisfaction judgments may be moderated by encoding and interpretation, identifying implications, integration of implications, response selection, attention, and memory.  相似文献   

Kindergarten Teachers’ Conceptual Framework on the Ozone Layer Depletion. Exploring the Associative Meanings of a Global Environmental Issue   总被引：1，自引：0，他引：1  

Maria Daskolia  Evgenia Flogaitis  Evgenia Papageorgiou 《Journal of Science Education and Technology》2006,15(2):168-178

This paper reports on a study conducted among Greek kindergarten teachers aiming to explore their conceptual frameworks on a major environmental issue of our times: the ozone layer depletion. The choice of this particular issue was premised on its novelty, complexity and abstractness which present teachers with difficulties in its teaching. A free word association task was employed to identify the associative meaning of the issue among the participant teachers. The study’s results revealed the existence of a simplistic, linear, cause-and-effect scheme in the teachers’ conceptual frameworks, the two poles of which are “solar radiation” and “its harmful results for human health”. Some of the well-known misconceptions and misunderstandings already emerged in previous research also arise in this study. Prominent among them are the deeply rooted confusion between the “ozone hole” and “greenhouse effect”, a general fusion of ideas concerning all environmental problems and an overemphasis on the harmful consequences of the ozone depletion on human health. Implications for kindergarten teacher education are also discussed.The present study is part of a research project that is co-funded by the European Social Fund and National Resources – (EPEAEK II) PYTHAGORAS II.  相似文献   

University-level teaching of Anthropogenic Global Climate Change (AGCC) via student inquiry     

Drew Bush  Renee Sieber  Gale Seiler  Mark Chandler 《Studies in Science Education》2017,53(2):113-136

This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science/policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.  相似文献   

媒介素养教学方法和教师培训   总被引：2，自引：0，他引：2  

瑞妮·霍布斯  徐雯 《大学.研究与评价》2008,(1)

由于全球文化急剧变化以及素养在提高个人、社会和文化发展中的作用,如今的素养概念已经扩展为包括数字、视觉和电子媒介以及流行文化在内的一种内涵;这也就提升了媒介素养教育对个人和社会发展的重要意义。开展媒介素养教育可以在正规和非正规教育环境下进行,它将对学生学习动机的激发、师生关系的改善、公民技能的提高产生作用。  相似文献